Transformation through Relatives

From 2010 to 2018, I oversaw the development and implementation of an academic master’s-level program in social work based on Indigenous knowledges. This program was an extension of my professional and academic career focused on tackling the suppression of Indigenous knowledges and practices in social work education and creating spaces for the resurgence of Indigenous ways in the academy and the profession of social work. My work in the academy was based on the conviction that to truly create necessary change in the relationship between Indigenous peoples and newcomers—who have been arriving for generations—we have to generate learning opportunities for newcomers. This work focused on helping newcomers to see the remarkable contributions and abilities of Indigenous peoples and ensure that they have the space and freedom to build upon their knowledge systems. Through the development of good, ethical relationships between two distinct cultures and the implementation of cultural parallel practices between Indigenous peoples and all others in Canada, our society as a whole will bring to life the many dreams that we have for ourselves, our children, and the generations to come. As an Indigenous scholar, educator, and social worker, I knew that a key way to initiate change was through the education system, specifically within postsecondary institutions, which are deeply influential in laying the foundation for our future generations.

In the fall of 2017, I came across a call for applications for the role of vice-provost of Indigenous engagement at the University of Calgary. Through this call, I was able to review the university’s Indigenous Strategy entitled ii’ taa’poh’ to’p, released in November 2017. I thought that this was one of the most intriguing, mindful, and thorough calls by a postsecondary institution for Indigenous engagement and reconciliation. I was fortunate enough to be hired and started in the role in June 2018. To this day, I see ii’ taa’poh’to’p as a truly visionary and necessary document. It is this vision—encompassing key concepts such as parallel paths, shared ethical space, transformation, and renewal as well as ways of knowing, doing, connecting, and being—that has guided units and faculties throughout the university. In this way, the whole university—from the Board of Governors and General Faculties Council to various faculties and administrative teams—is engaged in contributing to the institution’s journey toward truth and reconciliation. Clearly, the campus community is wholeheartedly taking on the recommendations outlined in ii’ taa’poh’top.

The strategy has led our institutional commitment to transformation and renewal, with the significant involvement of Traditional Knowledge Keepers and ceremonial Elders. The implementation of a Circle of Advisers made up of Elders and senior administrative members is a key recommendation of the strategy and an ongoing structural change at the University of Calgary. This circle provides opportunities for senior members to engage Elders on high-level developments within the university. It also acts as a way for the university to confirm its commitment to Indigenous engagement and to the Indigenous community.

Most of the Traditional Knowledge Keepers and ceremonial Elders who helped to develop ii’ taa’poh’to’p continue to work with the university, and many more have joined us on the journey and been involved in a variety of meaningful ways. In any particular year, close to one hundred Traditional Knowledge Keepers are actively involved in advising, contributing ideas, teaching, and supporting students, staff, and faculty members. These Elders have supported many key developments. One of the many examples is the development of the Landscape Plan, which provides guidance on the university’s physical landscape over the coming twenty-five years. Other developments include the creation of Indigenous spaces in many faculties; increased financial and individual supports for students; new courses, content, and programs addressing Indigenous peoples and perspectives; more events and activities focused on Indigenous ways of knowing, doing, connecting, and being; assessment and approval of new and redeveloped academic programs; and contributions to renewed and emerging institutional policies. Many of these activities and events have contributed to increased learning opportunities for students, staff, and faculty members.

Since the launch of ii’ taa’poh’to’p, transformative initiatives have continually increased and expanded in meaningful and impactful ways. These innovative ways of doing and connecting include nurturing academic partnerships, honouring Indigenous peoples and experiences through large community events, and facilitating respectful research partnerships with Indigenous communities. These few highlights reflect a cultural shift from a culture of exclusion to one of reciprocity in Indigenous engagement. With these transformative endeavours, Indigenous people are more engaged with the university, as evident by the ever-increasing numbers of Traditional Knowledge Keepers/ceremonial Elders and Indigenous students, staff, and faculty members.

I would be the first person to say that we are only just beginning and that, as outlined in ii’ taa’poh’to’p, these are the first steps on a journey of transformation, which continues to require an ongoing and renewed commitment to reconciliation. As someone who has committed more than forty years of my personal and professional lives to Indigenous education and inclusion, I can say—without a doubt—that I am honoured to be a member of an institution demonstrating its commitment to walking a parallel path of transformation and renewal for all people of the University of Calgary and beyond.

Dr. Michael Hart,
Kaskité-mahihkan , ᑲᐢᑭᑌ ᒪᐦᐃᐦᑲᐣ , Black Wolf